If you copy the full reading prompt, before answering the question, your Turnitin score will be too high. Your score should be lower than 30%. I would include the question number, article or text chapter heading, and then just begin with something like “Hermeneutic listening is established by….” or whatever few words are needed to clarify the question. Don’t forget to check out the reading log rubric. For at least three of the prompts, add some personal insights, experiences, observations. Kimball and Garrison article 1. How does hermeneutic listening establish and maintain democratic societies? 2. Raymond Williams defines culture as ordinary. In Kimball and Garrison’s article, what cultural elements are included in a multicultural conversation, and in what ways can they impact the conversation? 3. How is prejudice addressed in the hermeneutic article? Chapter 2 of Berger text and Hirtle article: “Culture is ordinary,” Williams wrote in a pioneering essay, and his own life was a case in point. He saw his transition from the Black Mountains to the dreaming spires as in no sense untypical: the Welsh working class from which he sprang had always produced writers, teachers and political activists like himself. Right to the end, he regarded the politically conscious rural community in which he was reared, with its neighborliness and cooperative spirit, as far more of a genuine culture than the Cambridge in which he held a professorial chair, a center of learning he once acidly described as “one of the rudest places on earth.” Working-class Britain may not have produced its quota of Miltons and Jane Austens; but in Williams’s view it had given birth to a culture of its own which was at least as valuable: the dearly won institutions of the labor, trade union and cooperative movements. Civilization means rational reflection, material well-being, individual autonomy and ironic self-doubt; culture means a form of life which is customary, collective, passionate, spontaneous, unreflective and a-rational. It comes as no surprise, then, to find that we have civilization whereas they have culture. 1. Using the text book and articles assigned, describe the main components/ philosophical ideologies behind each of the listed theories: Psychoanalytic, behaviorism, humanism (Maslow and Rogers are the two main theorists we will refer to) cognitive theory, and socio-cultural theory. [note: cognitive theory and socio-cultural theory are both forms of constructivism. They have simply been renamed by others to differentiate between the two forms. However, I will be referring to them as constructivism–differentiating only social constructivism.] 2. According to Hirtle, what role does the learner take in Dewey’s perspective of education? 3. How is knowledge constructed in a learning community? 4. How is the theory of constructivism described in the article? 5. What does a learning community founded on constructivism look like? From chapter 5: Describe brain development during the first two years–particularly the role of dendrites, axons, and synapses–the purpose in brain function. What roles do cortisol and oxytocin have in the development of babies? Describe exuberance and pruning in brain development. Compare/contrast “experience-expectant growth” and “experience-dependent growth.” How does stimulation both help and hinder growth? What is too much? What is too little? Describe the different aspects of myelination and how it impacts development. Compare/contrast impulsiveness and perseveration? In your personal experiences, what have you noticed about the impacts of each on social acceptance/development? What are some of the impacts on children experiencing maltreatment? What does maltreatment consist of? And, what are the signs of maltreatment?
Reading log #5
Denise Smith EDPS225
1. What are the possible causes and effects of input/output, in regards to cognition, for late
adults over 65?
Some input is lost with “small sensory losses” such as weaking vision or hearing that
comes with age. One may not see a clear picture of a facial expression or hear a word
or two in a conversation. The brain naturally tries to fill in the gaps, but that slows
down the process and does not always give the individual correct information.
An example of that happened to me last week. As I was walking a class down the
hall, I heard a child from a different class yelled at a friend standing by, “I HATE
Logan!” So, I asked him what he hates about him. The child started to argue and
say, “I didn’t say hate.” I said that I heard him yell at his friend and asked what I was
hearing. He looked a little confused and answered, “I said I HATE yogurt! They
gave it to us for lunch today.” Embarrassed, I told him what I heard and apologized.
Another process that is affected is memory. As we age, most people experience small
amounts of memory loss, the inability to pull up a word, forgetting where they may
have put something (explicit memory), remembering a person or a habit (implicit
memory), or remembering to do something in the future (prospective memory).
Usually they will compensate, like look for a different word, relax and think of where
you might have been when you lost something, or follow a routine so that you don’t
forget. Other may forget where they learned something. This becomes a problem if
they start to believe propaganda, advertising or false news as fact. Usually, this is
minor, but can become dangerous if too much memory is lost, or if it causes a danger,
like in cooking.
axis. Norwood, NJ: Ablex.
different types of knowledge in a and friends problematizes the
Hirsch, E. D. 1987. Cultural Literacy:
democratic classroom where they subject of usage rules, raising What Every American Needs to
can freely examine their perspectives
and moral commitments” (Banks 6).
Transformative educators believe
questions about what this termKnow. Boston: South End Press.
represents and the values itKutz, E. and H. Roskelly 1991. An Unimplies.
quiet Pedagogy. Portsmouth, NH:
* Redefining school literacy so
that “thought has meaning only that student texts become litera-
when generated by action upon the ture, expository writing becomes
world” (Freire 1993, 58). In order to creative, and public discourse besupport learners’ transforming their
comes personal.
reality, educators can help them use* Sequencing curriculum to be re-
Heinemann.
Shor, I. 1992. Empowering Education.
Chicago: The University of Chicago
Press.
Vygotsky, Lev. 1986. Thought and
Language. Cambridge, MA: The
the “literacy process as a cultural sponsive to student inquiry, to the
action for freedom . . . in an act of
knowing in which the learner
92
MIT Press.
questions that get raised, to things
that get discovered in class, and to
events outside school.
January
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1996
CHAPTER 5
The First Two Years: Biosocial
Development
? Body Changes
Body Size
Sleep
Brain Development
inside the brain : Neuroscience Vocabulary
Harming the Infant Body and Brain
? Perceiving and Moving
The Senses
Motor Skills
Cultural Variations
a view from science : Sticky Mittens
? Surviving in Good Health
Better Days Ahead
Immunization
a case to study : Scientist at Work
career alert : The Pediatrician and Pediatric Nurse
visualizing development : Immunization
Nutrition
What Will You Know?
1. What part of an infant grows most in the first two years?
2. Are babies essentially blind and deaf at birth?
3. What happens if infants do not get their vaccinations?
Our first child, Bethany, was born when I was in graduate school. At
14 months, the pediatrician said she was growing well. But my
husband was worried; she had not yet taken her first step. I told him
that genes determine age of walking: I had read that babies in Paris
are late to walk, and my grandmother was French.
To our relief, Bethany soon began to walk. A few years later, she was
the fastest runner in kindergarten. Our next two children, Rachel
and Elissa, were also slow to walk, and my students with
Guatemalan and Ghanaian ancestors bragged about their infants
who walked before a year; those from China and France were quiet.
Genetic, I thought.
Fourteen years after Bethany, Sarah was born. I could finally afford a
full-time caregiver, Mrs. Todd. She thought Sarah was the most
advanced baby she had ever known, except for her own daughter,
Gillian.
“She’ll be walking by a year,” Mrs. Todd told me. “Gillian walked at
10 months.”
“We’ll see,” I graciously replied.
I underestimated Mrs. Todd. She bounced my delighted baby on her
lap, day after day, and spent hours giving her “walking practice.”
Sarah took her first step at 12 months — late for a Todd, early for a
Berger, and a humbling lesson for me.
As a scientist, I know that a single case proves nothing. My genetic
explanation might be not valid, especially since Sarah shares only
half her genes with Bethany and since my daughters are only oneeighth French, a fraction I had conveniently ignored.
Nonetheless, decades